Factors Associated With Online Learning Self-Efficacy Among Students With Disabilities In Higher Education

2021 ◽  
pp. 1-14
Author(s):  
Othelia EunKyoung Lee ◽  
Stella Y. Kim ◽  
Tuba Gezer
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Factors Associated

UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Bill Welsh ◽  
Kelly Hermann ◽  
Cheryl Pruitt ◽  
Gaeir Dietrich ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Disability Services ◽  
Government Accountability ◽  
Academic Goals ◽  
Online Student ◽  
Support Resources ◽  
Legislative Changes

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.

Accessibility, Self-Advocacy, and Self-Efficacy of Students With Disabilities in the 21st Century University

2020 ◽  
pp. 218-233
Author(s):  
Lynne Orr ◽  
Pamela Brillante ◽  
Linda Weekley
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Self Advocacy ◽  
Child Study Team ◽  
Child Study ◽  
Study Team ◽  
College Students With Disabilities ◽  
K 12 ◽  
To Receive

Few studies have addressed the challenging transition that occurs when students with disabilities graduate from the K-12 system and enter the world of higher education. Once in college, students with disabilities no longer have, among other federally-mandated supports, a child-study team to represent them, and thus must develop strong self-advocacy and self-efficacy skills in order to receive the accommodations and modifications they need to succeed academically. This chapter discusses the issues facing students with disabilities during this transition, details the services and support offered by colleges to guide students with disabilities, and shares recommended best practices for instructional strategies higher education can employ to ensure that these students flourish in the classroom and as self-assured, independent adults in society.

Can Self-Regulated Learning Intervention Improve Student Reading Performance in Flipped Classrooms?

2020 ◽  
Vol 10 (4) ◽  
pp. 1-13
Author(s):  
Christopher C. Y. Yang ◽  
Irene Y. L. Chen ◽  
Anna Y. Q. Huang ◽  
Qian-Ru Lin ◽  
Hiroaki Ogata
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Learning Performance ◽  
Book Reading ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Student Reading ◽  
Reading System

The advancement in network technology has stimulated the proliferation of online learning. Online learning platforms, such as the learning management systems (LMS) and e-book reading systems, are widely used in higher education to enhance students' reflection and planning of the learning process. Although many studies have explored the relationships between students' reading patterns and learning performances, few have examined the effects of self-regulated learning, learning strategy, and self-efficacy on the learning performance of students. Here, the authors collected the reading logs from an e-book reading system BookRoll and investigated the correlations between students' abilities of self-regulated learning, learning strategy, self-efficacy, and learning performance. The results of this study provide valuable insights to the teachers in higher education regarding designing courses helpful for students to improve their learning performance.

scholarly journals Face-to-Face and Online Instructional Delivery Formats: a Mixed-Methods Study of Teacher Self-Efficacy in Higher Education

2020 ◽  
Vol 12 (4) ◽  
pp. 163
Author(s):  
Colin William Campbell
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mixed Methods ◽  
Self Efficacy ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Instructional Delivery ◽  
Mixed Methods Study ◽  
Face To Face

The COVID-19 pandemic forced higher education institutions in South Korea to administer Spring 2020 semesters online. This mixed-methods study examined instructor/professor competence for the instructional delivery formats of Face-to-Face and online teaching. Quantitatively, the researcher measured teacher competence for Face-to-Face and online instruction by measuring the Teacher Self-Efficacy levels of non-Korean instructors/professors in South Korean higher education institutions. The qualitative questions assessed the advantages and drawbacks of each instructional delivery format. Findings indicate that instructors/professors are significantly more effective teaching Face-to-Face courses than online courses. However, instructors/professors with online learning experience were significantly more effective teaching online courses than those without online learning experience. It is recommended that all instructors/professors engage in professional development geared towards equipping educators with the tools needed to succeed in the online education environment.

scholarly journals Faculty Perceptions on Accessibility in Online Learning: Knowledge, Practice and Professional Development

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Thelma C Guilbaud ◽  
Florence Martin ◽  
Xiaoxia Newton
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Learning ◽  
Students With Disabilities ◽  
Faculty Perceptions ◽  
Higher Education Institutions ◽  
Full Time ◽  
Professional Development Training ◽  
Part Time ◽  
Time Part

This study examined the level of readiness of faculty in designing and delivering accessible online courses to meet the needs of all learners, including students with disabilities. A total of 182 tenured/non-tenured full time, part-time, adjunct and clinical faculty from three public universities of different sizes were surveyed to gauge their awareness, understanding, and practices related to disability laws, quality standards, utilization of tools, and professional development support. Results from the study indicated an uneven level of readiness by faculty regarding online learning accessibility. Results from the study showed that professional development training in online learning had a very significant influence on accessibility knowledge and practice. Also, high perceptions of knowledge for institutional policy and terminology and low perception of accessibility laws and standards were found. It is also found that training on disability-related laws and regulations provided by higher education institutions was insufficient and at times, does not align with the faculty’s schedule. Given the results of the study, it is recommended that higher education institutions reorient their approach to supporting faculty who teach online and develop a comprehensive strategy to reach the goal of helping all students, including students with disabilities, to fully engage online learning. The findings from this study have implications for course development and implementation to support students with disabilities. 

scholarly journals Factors influencing students’ satisfaction with continuous use of learning management systems during the COVID-19 pandemic: An empirical study

2021 ◽  
Author(s):  
Latifa Alzahrani ◽  
Kavita Panwar Seth
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Learning Management Systems ◽  
Management Systems ◽  
Factors Influencing ◽  
Learning Management ◽  
Students Satisfaction

AbstractCOVID-19 has impacted educational processes in most countries: some educational institutions have closed, while others, particularly in higher education, have converted to online learning systems, due to the advantages offered by information technologies. This study analyzes the critical factors influencing students’ satisfaction with their continuing use of online learning management systems in higher education during the COVID-19 pandemic. Through the integration of social cognitive theory, expectation confirmation theory, and DeLone and McLean’s IS success model, a survey was conducted of 181 UK students who engaged with learning management systems. It was found that, during the pandemic, service quality did not influence students’ satisfaction, although both information quality and self-efficacy had significant impacts on satisfaction. In addition, the results revealed that neither self-efficacy nor satisfaction impacted personal outcome expectations, although prior experience and social influence did. The findings have practical implications for education developers, policymakers, and practitioners seeking to develop effective strategies for and improve the use of learning management systems during the pandemic.

Accessibility, Self-Advocacy, and Self-Efficacy of Students With Disabilities in the 21st Century University

2022 ◽  
pp. 1859-1874
Author(s):  
Lynne Orr ◽  
Pamela Brillante ◽  
Linda Weekley
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Self Advocacy ◽  
Child Study Team ◽  
Child Study ◽  
Study Team ◽  
College Students With Disabilities ◽  
K 12 ◽  
To Receive

Few studies have addressed the challenging transition that occurs when students with disabilities graduate from the K-12 system and enter the world of higher education. Once in college, students with disabilities no longer have, among other federally-mandated supports, a child-study team to represent them, and thus must develop strong self-advocacy and self-efficacy skills in order to receive the accommodations and modifications they need to succeed academically. This chapter discusses the issues facing students with disabilities during this transition, details the services and support offered by colleges to guide students with disabilities, and shares recommended best practices for instructional strategies higher education can employ to ensure that these students flourish in the classroom and as self-assured, independent adults in society.

scholarly journals NATIONAL PERSPECTIVE: Q&A WITH NATIONAL FEDERATION OF THE BLIND & ASSOCIATION OF HIGHER EDUCATION AND DISABILITY

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Interest Group ◽  
Institutional Commitment ◽  
National Federation ◽  
National Perspective ◽  
Students Success

Student success for online students with disabilities requires an institutional commitment to accessibility. It also requires an understanding of the benefits and opportunities as well challenges and barriers related to online learning. This question and answer session provides a national perspective from the National Federation of the Blind (NFB) and the Association of Higher Education And Disability (AHEAD) on online learning, accessibility, and students success. Organizational representatives for this session include Mark Riccobono, the Director of the Jernigan Institute, NFB, and Kelly Hermann, Chairs of AHEAD's Special Interest Group on Online and Distance Learning.

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